Plan of Study

Early Childhood Education

Early Childhood Education
Required Core Courses
ECE 6960 Leadership and Advocacy in Early Childhood	1 s.h.	Application of theoretical understandings of school organizational change and informed advocacy gained through the Early Childhood Program. Students create a workshop for early childhood professionals based on research completed in EDU 5710. Prerequisite: EDU 5710.
EDU 5060 Research & Educational Practice	3 s.h.	A focus on the knowledge and skills needed by educators to understand, evaluate, and use research. Critical analysis of the major principles of teaching and classroom learning. Applying research skills to researching and critically analyzing recent trends and traditional theories in the field of education. Prerequisite: permission of advisor.
EDU 5050 or 5070 choice (3 s.h. to be chosen)
EDU 5050 American Education: Historical, Social & Political Perspectives	3 s.h.	A focus on the historical events, ideological controversies, and political and social forces that have shaped the American education system from the colonial period to the present. Designed to develop in educational leaders an understanding of the relationship between schooling and society.
EDU 5070 Schooling in Comparative & International Perspectives	3 s.h.	Provides an overview of education systems and developments in selected countries; describes major similarities and differences among these systems of education; and delineates exemplary practices of some countries that may be worth emulating by others. Particular attention is given to assessing Americans education in international context, and to inquiring about developments around the world that may have important implications for the improvement of American schools.
Teach/Learn Concentration
EDU 5240 Applications of Technology in P-12 Schools	3 s.h.	Exploration of the historical and social context of current technology and projection of future roles and trends based on published research. Discussion of issues relating to professional development, resources evaluation, professional empowerment, and diversity. Examination of social and ethical issues facing P-12 schools. Students survey the software and hardware available to support teaching, communication, and multimedia.
EDU 5510 Innovations in Classroom Literacy	3 s.h.	The study of current issues and best classroom practices that inform the ongoing evolution of reading/writing education. The course emphasizes the theoretical perspectives of each practice, and the implications for program development. Best practice research is drawn from the areas of reading and writing across the curriculum. Students complete a theory-to-practice study of literacy that demonstrates their professional growth.
EDU 5710 Change in Educational Organizations	3 s.h.	Important components of educational change and collaborative leadership are explored. The course emphasizes methods for fostering analysis and communication necessary for changing standards of practice. A field component encouraging participating as an educational change agent is a vital part of this experience, enabling students to make connections to holistic evaluation, program improvement, and community involvement. Recommended to be taken early in the master’s program.
EDU 5820 Diversity in the Classroom	2 s.h.	The study of factors which contribute to diversity in modern classrooms and the implications for practice. The course focuses on a critical theory interpretation of inclusion, multiculturalism, power relations, and changing demographics. Connections are made to wider sociological issues. A field component consisting of a classroom case study is integrated into the course.
EDU 6610 Best Practice Classrooms	2 s.h.	The study of best practice in classrooms involves a critical analysis of current best instructional practices. The course emphasizes an investigation of the research and theoretical foundations of each practice, as they relate to practical applications in the classroom. A field component, consisting of classroom observations focusing on comparative analyses of each practice is a vital part of the experience. Connections are made to student motivation, program improvement, and enhanced pedagogy.
Advanced ECE Core
ECE 5120 Early Childhood Curricula	2 s.h.	Historical and philosophical foundations of early childhood curricula; effects of curriculum standards in early childhood education for the state of Michigan; creating supportive learning environments with community curricular expectations; adapting learning tasks in light of learning profiles, interests, and developmental challenges.
ECE 5130 Home-School Partnerships to Support Young Learners	2 s.h.	The role of the family in children’s learning and development; the importance of forming positive home/school relationships with all families; strategies for working in partnership with parents, caregivers, and other professionals for the purpose of supporting the learning and development of children. Readings and experiences focus on the development of advocacy skills for children and their families.
ECE 5160 Assessment of the Young Child	2 s.h.	Theoretical foundations and procedures appropriate for evaluating the development and learning of the young child; understanding and appropriate usage of formal and informal assessment; current assessment issues and assessment strategies. Special consideration given to the assessment of young children with special needs and diversity issues.
ECE 5170 Programming for Infant and Toddler Development	2 s.h.	Understanding of typical and atypical development of infants and toddlers in order to create developmentally appropriate learning environments meeting Michigan Standards of Quality for Infant and Toddler Programs. Creating respectful, responsive, supportive and challenging learning experiences and activities for all infants and toddlers. Strategies for partnering with families to support infant and toddler development, including participation in IFSPs (Individual Family Service Plans) and IEPs (Individualized Educational Plans).
ECE 5930 Practicum in Early Childhood Education	2 s.h.	Practicum of 120 clock hours in a childcare center, with a seminar to support students in the experience. Cumulative assumption of responsibilities in the early childhood classroom. Corequisite: ECE 3580.
Required Prerequisite
CD 2160 Child Development: Birth through Age Eight	3 s.h.	Growth and development of the young child from birth through age eight, including both typical and atypical characteristics and needs of young children, with a particular focus on theory and current research in the field. Exploration of ways to create learning environments that are healthy, respectful, responsive, supportive, and challenging for young children. Introduction of the Universal Education Vision and Principles.
ECE 3580 Early Childhood Curriculum Development	3 s.h.	Theories and strategies to respond to differences between and within children; Bloom’s taxonomy and learning differences in children. Adapting the science, social studies, and mathematics curriculum to meet the needs of all in students in an integrated curriculum and foster social competence in children. Techniques to include technology in the curriculum. The course highlights the Universal Education Vision and Principles. Prerequisite: ECE 2650, ECE 3100. Corequisite: ECE 3930.
ECE 4150 Programming for Children w/Special Needs in Early Childhood Settings	3 s.h.	Identification of young children with special needs, accessing services, planning activities, and adapting the environment in order to effectively program. Collaboration with parents and professionals to advocate for and provide individualized programs and services for children with special needs is also emphasized including participation in Individualized Family Service Plans and Individualized Education Plans. Prerequisite: ECE 3580.